Johann Christoph Arnold’s Their Name is Today: Reclaiming Childhood in a Hostile World crossed my desk at an interesting moment in my life as an educator:
I am a college professor and, recently, became the mother to twin boys.
In other words: I am learning to “mother” on both ends of the spectrum of “childhood”—from the earliest moments of self-recognition and exploration to the later, complicated experiences of navigating adulthood and adopting a “grown-up” identity. There is a lot that happens in the interval between. When I watch my babies play, I see so much pure hope and joy—hope and joy that is part of their nature—and I wonder what I can do to keep that forever. It is certainly nothing of my own doing. There is an innate trustfulness and excitement in children that is divine and lovely. And then, I look at the individuality of each of my college students (who undoubtedly would argue they are not children anymore in the least!) and wonder about all the factors that went into them becoming the unique people they are: the relationships, the experiences, the opportunities, the social and cultural influences. What leads one to be driven and excited about his future? Willing to take risks and ask many questions? What leads another to be self-deprecating and under-achieving? To do the minimum to pass and to shy away from attempts at assistance?
Arnold explores this exact conundrum: what occurs between the innocence of childhood and the transition to adulthood that leaves some children thriving and others floundering in a sea of insecurities, behavioral “issues,” and depression. In essence, he argues that a reevaluation of childhood and a reorientation of education is in order. This is a “parenting book” in the sense that it is addressed to parents and teachers, but it is far from the typical prescriptive sort where readers walk away with a list of important tips or strategies for child-rearing. Instead, Arnold asks his readers to revolutionize their beliefs about the importance of the child and to think counter-culturally when it comes to what children need to thrive.
Specifically, Arnold has observed that children do not prosper when they are pushed too early into competitive situations, taught to overvalue material gifts, or are forced into over-structured learning environments where approval is based on accomplishment. Instead, Arnold argues that the most important and valuable educational tools we can give children are daily time and attention. He asserts as well that children do not need a lot of “things” to learn: time spent exploring outside, “in daydreams or in quiet, unstructured activities,” is where they are most likely to learn to love learning and to develop confidence and curiosity. This is not a new argument, but Arnold’s extensive experience counseling families equips him with myriad anecdotal evidence to back up his claims.
For years, parents and educators have bemoaned the “loss of childhood,” expressing concern that children are being pushed to grow up too early. This is certainly a problem that persists, and Arnold’s work is another reminder of how precious the “innocence” of childhood really is. His work is also an indictment of those parents and educators who do not take the time or make the effort to treasure and cultivate this gift. The burden is on those whose lives cross the paths of children’s lives to protect and help the natural hopefulness and curiosity of childhood flourish. Arnold suggests that a plethora of “problems”—from “the epidemic of the hyperactive” to increased numbers of children who are medicated for behavioral issues or mood disorders—may be rooted in the educational influences in their lives. While he does not dwell extensively on scientific data to ground this claim, he does make a good case for the importance of not “pigeon-holing” children into categories or judging them based on their perceived (dis)abilities. Instead, the role of educators is to focus on how we might love them better and concentrate more directly on “the roots of change” by providing “healthier environments, less rigid expectations, [and] more flexible teaching.”
Arnold’s reminder of how important and impressionable children are as well as the significance of our influence on their lives is not new but always worthwhile. His poetic and passionate writing makes Their Name is Today an enjoyable—though convicting—book to read. Perhaps most importantly though, despite offering a challenge to our culture and its educators and a critique of popular approaches to education—Arnold also offers hope and strategies for helping our children grow and learn in a way that protects and inspires them, leading to well-adapted, emotionally-fulfilled, and content adults.
Read an excerpt — and an author Q&A — from Their Name Is Today at the Patheos Book Club here.
Amber M. Stamper holds a Ph.D. in English (Rhetoric and Composition) and is an Assistant Professor of Language, Literature, and Communication at Elizabeth City State University in North Carolina. Her research and publications center on religious rhetoric and communication, especially issues of Christian evangelism and the digital church.
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